Associate Professor Helen MacGillivray

President, Australian Mathematical Sciences Council
FASTS Board member
Mathematical Sciences
Queensland University of Technology
GPO Box 2434 Brisbane Q4001

Ph: (07) 3864 2337 | Fax: (07) 3864 2310 | mobile: 0413 610 957
Email: h.macgillivray@fsc.qut.edu..au

On Wednesday 17th May, Dr Kemp will launch a new Commonwealth publication entitled Numeracy, A Priority for All: Challenges for Australian Schools. As President, Australian Mathematical Sciences Council, my comments are below.

Numeracy – a starting point

Embargo 12.30pm Wednesday, 17th May

There is insufficient acknowledgment or understanding throughout the Australian community of the importance of mathematical skills and thinking at all levels and for everyone. Mathematical education throughout primary and secondary and into tertiary levels doesn’t just provide specific knowledge but underpins problem-solving and supports life-long learning across a wide spectrum of workplaces, careers and disciplines.

It is of prime importance to ensure that ALL students are given opportunities at ALL levels to achieve their individual mathematical potential. In this the International Year of Mathematics, the Australian Mathematical Sciences Council welcomes the government’s acknowledgment through the Numeracy Monograph of the key role of mathematics for Australia’s future development, and the dangers of ignoring or taking that role for granted. The Council also welcomes the government’s recognition of the value of input from professional mathematicians, statisticians, and mathematical educators.

It is appropriate for government to address the equity dimension of educational opportunity, of putting a numeracy "floor" under all students to avoid disadvantage. The Numeracy Research and Development initiative is also welcomed as is the recognition of the four components: school effectiveness, effective teachers, effective classroom practice and numeracy across the curricula.

However, as indicated by the Monograph, mathematical education for all students across all levels is so "big" and complex that the community must guard against dangerously simplified views due to insufficient understanding of the range and underpinning nature of mathematical training. For example, the Monograph warns that benchmark statements are quite distinct from curriculum statements, do not seek to reflect the range of achievements among students, and are only a small component of the wider context of ongoing work.

It is to be hoped that the Numeracy Monograph marks the beginning of the development of purposeful and coordinated strategies. Such strategies need greater public identification of the importance and multi-faceted nature of mathematics capability throughout all aspects of a knowledge-based society. "Numeracy" must be seen only as a starting point.

For further comment and information: Associate Professor Helen MacGillivray, contact details as above. Mobile: . In transit on Wednesday 3-5.30pm.

NOTE: The Australian Mathematical Sciences Council consists of

• The Australian Mathematical Society

• The Statistical Society of Australia

• The Australian Society for Operations Research, and

• The Mathematics Education Research Group of Australasia.